Chapter nine of Integrating Differentiated Instruction and Understanding by Design explains how an educator can actually apply the backwards design model. The chapter walked through the essential steps of the backwards design model and it was extremely helpful to see that the chapter advised the teachers to first create goal clarity in the desired content in all stages of the unit. Once a teacher has created clear goals, then they can examine the options for differentiating the unit. The nutritional unit model was extremely useful because it allowed me to see what the bigger picture would be like in the end and how all of the stages would tie together. Once I clarify what is essential for students to know, understand and be able to do at the end of the unit, what will constitute evidence that students know, understand and can do, and discover the steps necessary to guide the students to the desired outcome without "handing" the answers to them, then I will be able to differentiate. My initial ideas of differentiation will evolve through my unit as I discover students' weaknesses, strengths, etc. Once I discover the learning variance among my students, then I will have to plan countless methods of differentiated instruction in my classroom. This method of creating differentiated instruction is excellent because it is exposing the students to the "real" unit and not just the experiments of the unit created by the teacher. This chapter was beneficial to me because it suggested many ways and methods in which I could exercise differentiated instruction. It provided many useful strategies that could help me to adjust an assignment, help a student who does not speak English, provide options for varied ways to express the desired outcomes, etc.
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